MISSIONS  I N 


RELIGIOUS  E D U C M1  I 0 i; 

an  ail  Ire  os  by 

REV  UPEND  JU  HO'  1?  PUPGUSQN 

General  Soorotary  of  the  New  Jersey 

Sunday  School  Association ..At 

THE  NORTH  JERS7Y  YOUNG  PEOPLE* 7 

MISSIONARY  INSTITUTE,  Newark,  N.J., 
October  rlf  1906. 


HR.  FERGUSON; 

I deeply  feel,  Hr.  Chain  m and  dear  friends,  ray  in- 
adequacy a3  a spea  ‘ker  to  3uoh  a topic  as  thin,  or  as  a 
faotor  in  such  a plan  an  this  Missionary  Institute  exempli- 
fies, and  I crave  your  pardon  and  the  pardon  of  the  leaders 
of  this  Institute  if  ay  noma  misconception  of  the  function 
I was  designed  to  aubaerv©  or  soma  defect  in  my  era  ability 
to  grasp  the  problems  and  present  them  to  you,  the  plan  of  - 
i should  at  this  point  seem  to  .1  could 
vish  also  that  I had  the  opportunity  more  fully  to  develop 
the  thoughts  that  the  theme  has  brought  to  me.. 

I think  the  topic  MISSIONS  IN  RUL IGXOtF  EDUCATION  would 
probably  embrace  all  forr-3  of  religious  education.  TV-  shall 

by  common  consent  confine  it  at  this  time  to  such  relij  ious 
education  as  is  or  can  be  gotten  through  the  Sunday-school. 
And  the  Sunday-school  we  shall  understand  to  mean  not  that 
visiblo  and  Halted  inatitutusiwhloh  some  of  «a  know,  etrona 

in  its  i'.ood  intentions  and  earnest  efforts  but  weak  in  its 


2 


educational  performance,  able  be  claim  on  its  record 
a more  than  fair  share  of  the  franchise  of  the  congre- 
gation, but  rather  the  atron  , well-graded,  capably 
equipped  school  and  college  of  the  local  church,  able 
to  be  tho  Churches  educational  arm,  iblo  to  cover  the 
ground  and  do  the  work,  and  thorefore  by  historic  pre- 
cedence and  educational  neoes3ity  taking  over  and  uni- 
fying with  itself  all  that  other  educational  work  which 
is  now  in  many  cases  being  conducted  under  other  leader- 
ships and  by  different  and  sometimes  confliotin^  plans. 

That  all  the  educational  work  of  the  Chu?0^  ^or 
tho  same  set  of  children  and  young  people  should  be  done 
in  accordance  with  one  ] lan,  harmonius  and  mutually  sup- 
porting, not  by  happy  aocident  but  by  wise  and  well-oon- 
aidered  design,  surely  needs  no  elaborate  proof  as  an 
abstract  proposition.  That  it  is  not  good,  especially 
for  our  junior  children  to  have  then  the  object  cf  af- 
fectionate but  competitive  attention  by  two  sets  of 
teaching  enthusiasts  who  seldom  compare  notes  and 
whose  impulses  and  plans  of  work  come  from  wholly  dis- 
tinct o enters  of  propagation,  has  been  noted  by  many 
pastors  and  other  friendly  observers  and  lamented  by 
many  of  the  enthusiasts  themselves.  That  the  Sunday- 
school  as  the  senior  and  the  more  comprehensive  insti- 
tution is  the  one  to  take  the  lead  and  do  the  assimilat- 
ing when  the  time  for  assimilation  is  ripe  may  also 


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3 


fairly  be  assumed  ; but  that  the  present  is  incon- 
venient and  ill-fitting  on  the  human  diversity  of 
operation  ought  to  be  maintained,  as  must  ;oiy  doc- 
trinaire attempt  to  enforce  jur indict  ion  or  to  cook 
uniformity  for  uniformity* s sake,  will  I trust  meet 
with  equally  unanimous  approval.  I think  I feel  about 
tho  uniformity  as  Madame  Roland  felt  about  liberty, 

“Ho  y or  lines  have  been  committed  in  her  name  !“ 

I have  no  sympathy  with  any  plan  for  unifying  things 
for  the  sake  of  anybody* a principle,  but  only  for  the 
sake  of  demonstrated  increase  of  efficiency.  Yet  I 
cannot  banish  from  my  thought  the  vision  of  the  Sun- 
day-school to  be  wherein  all  the  teachin  now  done  in 
it 3 classes,  and  all  the  training,  culture,  instruction, 
and  fitting  for  wider  servioe  now  confined  and  attempted 
in  tho  Senior  and  Junior  young  people* a Societies,  Mis- 
sion Bands,  Loyal  Temperance  Legions,  Boys  Brigades,  and 
other  plans  for  cultural  work  in  the  local  church  3hall 
bine.  In  all  our  plans  therefore  for  intro- 
ducing and  developing  missionary  teaching  in  the  Sunday- 
sohool,  you  will  understand  that  I can  be  a party  to  no 

plan  by  which  any  distinct  portion  or  element  of  the 

missionary  teaching  or  training  of  the  children  and 

youth  of  the  local  church  is  to  be  definitely  and  pre- 
eminently oommitted  to  the  Young  People* a Society  of 

Christian  Endeavor,  or  to  a society  .jacked  y the  ?or,an*s 

Christian  Temperance  Union,  or  to  a band  affiliated  with 
the  denominational  woman* s board  of  missions,  or  to 


8 


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4 


any  other  local  end  of  the  genor  1 agency  different 
from  the  Sunday- school.  The  teach in.  ork  of  the  looal 

church  must  >e  one.  Wo  may  not  nov  see  our  way  clear 
to  make  it  one,  but  we  oan  no  more  rest  in  isolation 
and  disunion  than  to  Lincoln* n sapient  vision  this 
country  could  continue  half  clave  anu  half  free# 

I have  stated  my  views  on  this  point  thus  clearly 
because  this  question  is  sure  to  emerge  the  moment  we 
fairly  attack  the  work  of  introducing  missions  into 
the  Sunday-school,  arid  we  ought  not  as  serious  workers 
to  play  the  ostrich  and  hide  our  heads  in  the  sand  in 
the  happy  expectation  that  somehow  or  other  this  great 
question  of  jurisdiction  is  going  to  settle  itself,  but 
rather  prepare  by  mutual  conference  and  exchange  of  views 
for  that  readjustment  of  relation  and  function  which  all 
thoughtful  observers  must  neceomrily  see. 

I desire  also  before  beginning  hat  I had  designed 
to  lay  before  you  to  call  your  attention  to  the  inter- 
esting connection  that  exists  between  the  problem  of 
the  field  and  the  problem  of  the  Sunday-school  of  the 
looal  church  generally.  What  the  leaders  are  studying 
in  large  the  local  workers  are  necessarily  meeting  and 
having  to  faoc  in  email,  hone©  as  I set  before  you  to- 
night certain  problems  which  I consider  to  bo  the  j rob- 

lemo  of  missionary  education  in  the  Sunday-school,  prob- 
lems which  must  one  by  on©  be  met  and  faced  by  the  strate- 
gists of  missionary  Sunday-school  progress,  I want  you  who 


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6 


represent , not  the  Young  People 'a  Missionary  Movement, 
or  the  Board,  or  denomination,  or  the  mite  society, 

. or  the  state  union,  ox  your  church,  or  any  other  largo 
affair,  but  are  merely  a worker  in  the  local  church 
sent  here  to  get  what  you  can  to  take  back  in  practical 
form  and  introduce  in  your  oym  United  circle — I desire 
that  you  shall  join  me  tonight  and  all  these  others  in 
an  honest  facing  oi  the  problems  that  confront  us  all, 
large  and  snail,  whoosale  and  retail  workers,  in  at- 
tempting to  introduce  missions  as  a definite  faotor  in 
religious  education* 

I wi ?h  also  before  I leave  the  topic  of  the  Sun- 
day-school to  say — though  it  is  hardly  necessary  for 
me  to  say,  to  any  of  my  Sunday- school  friends  who  may 
be  here,  that  I believe  in  Sunday-school  gradation.  Not 
the  old  fashioned  conception  of  the  Sunday-school  as  a 
ohurch  service  do  to  sx:eak  for  the  children  and  young 
people,  or  the  half  modernized  conception  of  the  Sun- 
da  y-sohool  that  think3  of  it  as  a room  where  the  little 
children  are  gathered  together  back  of  certain  devices 
most  ironically  called  sound  proof  partitions  and  taught 
there  by  a company  of  people  who  regain  in  that  particu- 
lar place  whereas  all  the  rest  of  the  Sunday-school  is 
a series  of  classes  tributary  to  one  superintendent  and 

led  by  teachers  who  never  change  the  individuals  whom 
they  are  3©t  to  teach  until  those  individuals  marry  or 
otherwise  leave  the  jurisdiction  of  the  Sunday-school,  for 
that  conception  I think  we  have  fortunately  outgrown  and 
we  are  rapidly  being  borne  on  the  current  of  Sunday-school 


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Sun&ay- 

progreao  to  that  other  kind  of  school  that  seeks  to 
assimilate  the  methods  of  secular  education  and  thu 
which  or oat os  a separate  institution  for  each  well 
marked  period  in  the  life  of  the  child,  having  a 
beginner 1 e department  for  the  kindergarten  i 'riod,  a 
primary  department  for  the  little  child  period,  a junior 
department  for  the  active  boy  and  girl  pro-adolecoont 
period,  an  intermediate  department,  or  whatever  other 
moro  felicitous  name  you  may  invent  and  apply  for  the 
early  adolescent  pupils  from  twelve  and  thirteen  up 
to  sixteen,  and  a senior  department  for  the  young  men 
and  the  young  women  of  the  Sunday-school,  and  an  adult 
department  for  all  who  come  under  that  classification* 
The  Sunday- echo. 1 of  the  future  -ill  more  and  more  dif- 
ferentiate these  departments,  and  instead  of  the  visible 
unity  of  a groat  company  like  thin  nith  one  leader  at 
the  desk  making  all  one  by  the  force  of  his  personality, 
we  shall  have  a functional  unity  created  by  the  fact 
that  each  department  though  in  a separate  room,  and 
if  need  bo  in  a separate  building,  shall  completely 
subserve  its  own  special  function,  and  shall  do  for  that 
particular  age  of  the  child  all  that  the  Sunday-school 
ought  to  do,  and  shall  deliver  the  graduates  of  that 
department  as  candidates  for  membership  in  the  next 
higher  department,  completely  equipped  as  pupils  of 
that  age  ought  to  be  equipped  for  the  work  that  will 
then  lie  before  them.  That  is  the  Sunday- coho ol  we 
are  coming  to.  An  • I claim  as  a cooperator  in  the  great 


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of  tsinaiondry  mi  oriole 

Ilov  X bald  that  Va  w-t;  face  to  fttoc  uith  certain 
. rehleius#  I r&o  no  at  w:  for* ultateXy  e or rolled  to 
da- - line  the  ; inJ  Invitation  th*. t<  rrxe  oxter  ; “o  rv.  to 
go  tip  it-:  Ziiva?  B'iy  for  t o or-  three  days  in.  ailyana©  of 
tlx  V..:v  v!„;  uisoicrx.xy  oonfe  *enoe  you  hnXv...  u thoro  h re 
loro  of  you  - ere  yrocant  an  > took  part  » Xt  evolved  a 
- t I . fin  i\d  5i*  ur.d  ; ciho-U  that  has 

bocii  .,  V.i.dy  * &dc  the  text '>©o&-~X  tin.it  it  : r ■’— o.“  thin 
ainniou  xy  institute,  a station*  concern!!*?;  nine- ion '=ry 
cdttouiicii  in  the  fwidt  y~-oh©cl  in  which  it  acta  forth 
thr-'-o  taeaeat 

1*  iiinuicn  v;-:y  in.:  it  motion  X an  epodr-ttnl  part  of 
rvXigimiw  n-  uc-  t-ion  no:.  htnir'  in  include.'  in  t.h<  onxriou- 

J “lift  ••  cv  ru  fu,  yw.’.  :.  ■.  ■ )>  -//  >;;.■  e-eu  ,;•{:  ' f • 

/ ni  -oion-iry  atmoir'-hcxu  uhrm?.  lbc  created  in  the 
Buneio y*f-ohfn  i tixrouyf  it  or-'*hipt  aeoct  ioe;  .o  certain 

h ; <3 ? i : io  at  inna  , and 


2,.  Tho  aconoioo  directly  or  indirectly  affecting 


. yr  /,  **<«.  ■ -;*m  4 • ttX  s '&•  w/«  M* 

*iW^t  f#*r 

. ■:  , M ; i'  if*  •■  ■ ■ 1 ’ * ‘ ‘ • " ’ ’ 

$&  f*  ^ &?•  "*& ■';»>'■  : 

lejuf*  wt  **ti9D$  rv  e*  Mu  a***  t***i  **  ' 

^;:«g  ->.*  «*#  -*■  ;&i*  tWM  **  rr>^  l 

^|*.&?3..'  v r.Al 

»•?«•  X-  ‘ rt 

5-0  ,m:.  , U f*  <***•  » ***  *1*  * 1 ,'  U'!:  i>J  ' ' “' 

-a  : '■  iid«;  art  •*»  c5r'"::'  V*’5  ~;:  * '•’ 

..,  , ■ -i  itf  .1  «*••£*»  *«**  «t  WW'-  • *•’•  ow  • ■ x ' ' '■  - ' 

rt.-*.»J  r..y#  « v-irt'T  «t  t-.*4>  ' «*  »*  • - 

f,  <*<&&$-  • 


8 


the  Sunday-aohool  should  cooperate  to  develop  the  mis- 
oionary  spirit , in  various  ways  set  forth  ?/hioh  are 
inoro  or  loss  interesting  to  those  who  have  Lo  do  with 
these  larger  schemes*  X have  read  this  presentation 
with  great  interest  and  satisfaction.  I most  heartily 
approve  of  it  so  far  ao  it  goes,  but  speaking  ao  a Sun- 
day-school man  I am  convinced  that  it  does  not  begin  to 
go  far  enough; in  so me  respects  it  fails  to  grasp  the 
real  crux  of  the  problem. 

As  I look  at  it,  we  have  before  us  no  fewer  than 
seven  problems  to  solve  and  we  must  address  ourselves 
to  the  solving  of  them  in  more  or  less  this  order*  I 
am  not  a stickler  for  the  order,  but  I believe  that  as 
we  r;rogres8  in  the  work  of  introducing  missions  into 
the  Sunday-school  we  shall  find  ourselves  face  to  face 
with  these  problems  one  by  one. 

The  first  one  is  the  problem  that  lay  before  this 
Conference  at  Silver  Bay,  and  that  is  the  problem  of 
causality.  In  other  words , by  what  agency  and  initia- 
tive are  missions  as  a study  to  be  brought  into  the 
Sunday- a chool* 

Now,  you  can  look  one  another  in  the  face,  you  may 

sing  song®  and  pray  psayers,  and  you  can  dream  dreams  and 
see  visions  as  much  as  you  please,  but  when  you  are  through 

you  must  settle  down  to  the  question,  Who  is  going  to  do 

the  work  of  getting  missions  into  the  Sunday-school?  B or 


- ,;r.  -j:i$  qo£ov*r-  ■>  * <a*i©'-i©ao-  .ti^oxUi  • ''  ■ 

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c4  at^ac  4*o.ff  cooL  U ai-i  ^oni  cioo  ax;  i «•*’• 

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X , 

&J5  tatf?  ovailsd  I Ssri  iX»mo  Oil*  Ip*  2«lXQ*?b  ■••  *•«  ** 
ct.is.  -istoJt&oL^  .^nJtov..  sna.i  > *'*  wtfiCl 

tOiiS  on  *OttI  revIOL-./C  Ul*  X.U;.a  ®Vf  XOOJ  < * C -r  u“'; 

. : ) ■'  .'  ; - -'■'■'■•  ; ; " - J ■* 

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Jtia  snot:  «t..i  i,ai«»©o  no  **<*  Blli 


9 


do  you  answor  that  question  when  yon  seek  to  fling  back 
responsibility  into  somebody*  s face  and  get  up  and  say 
it  is  the  supcrint endont *3  business  to  put  missions  into 
the  Sunday-school , ho  is  the  leader  of  the  work  there;  or 
turn  around  and  aay  no,  it  is  the  pastor,  he  is  the  di- 
vinely appointed,  etc. , eto.  Friends,  we  shall  nor.  got 
anywhere  by  talk  or  that  description,  Wq  are  not  going 
to  make  progress-  by  seeking  to  put  the  blame  Af  inertia 
and  inaotion  upon  somebody  else,  let  us  as  wise  strate- 
gists take  counsel  together  and  see  whose  business  it  is 
to  do  the  work,  or  rather,  in  what  respect  is  it  my 
business  to  do  this  work,  and  who  i the  one  next  to  m 
whom  I could  reach  who  is  better  able  than  I am  to  some 
special  act  that  will  result  in  getting  missions  into 
the  Sunday- school.  The  problem  of  causality  is  before 

us.  We  must  settle  who  is  to  take  the  initiative  and 
go  forward  in  this  respect. 

How,  under  this  head  I can  see  two  alternatives  to 
choose  between.  On  the  one  hand  we  nay  relegate  this  \ ork 
of  bringing  missions  into  the  Sunday-school  to  the  mis- 
sionary enthusiasts  of  the  congregation  and  of  the  field* 
It  is  lying  in  their  hands  at  the  present  to  a large  cx- 
teiJ:.  Some  of  my  friends  in  New  Yo~i  who  have  been  the 

fathers  of  the  conferences  called  there  of  which  the 
Young  PeoplG*s  Missionary  Movement  is  the  delightful 

and  most  efficient  fruition,  are  at  work  trying  to  get 
missions  into  i.he  Sunday-school.  They  a.  ri  lie 

question  of  causality  by  themselves  taking  the  initia- 
tive. And  so  far  as  it  is  proper  o me  to  be  a critic 


8 


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' 


10 

of  their  actions,  they  are  acting  with  great  wisdom 
and  discretion  and  v ith  a most  happy  and  encouraging 
measure  of  success.  But  shall  missions  always  be  in 
the  hands  of  missionary  workers  an  a thing  to  be  brought 
into  the  Sunday- sohool?  I forge e trouble  if  that  status 
shall  remain  because  it  i ill  be  impossible  for  you  as 
missionary  workers  to  know  all  that  there  is  to  be  kno'U 
of  the  strategy  of  the  Gun day- school,  and  you  are  liable 
as  specialists  along  another  line  to  make  come  mistakes 
or  at  least  to  fail  to  grasp  fully  all  the  possibilities 
that  you  might  secure.  And  on  the  other  hand,  and  very 
much  more  significant  than  that,  you  are  liable  to  have 
your  motives  irrrpugned  and  questioned  and  your  efficiency 
marred  thereby.  There  is  a certain  class  of  people  vho 
will  immediately  say — I should  not  be  surprised  if  some 
of  them  had  spoken  of  it  already — "These  people  are 
simply  seeking  to  increase  the  money  that  is  to  pour 
into  the  treasuries  of  the  missionary  boards.  I regret 
to  say  that  the  action  of  eccleciast ical  bodies  regard- 
ing ohe  Sunday-school  and  missions  has  in  time  past 
looked  very  much  too  significant  in  this  direction.  I 
have  said  that  so  far  as  I ooul  ' judge  the  "-ork  of  my 
own  particular  denominational  council,  that  according 
to  the  resolutions  of  their  Sunday-school  committee  as 
adopted  by  the  various  bodies  one  after  another  they 
seem  to  think  that  the  efficiency  of  the  Sunday-school 
is  bound  up  in  three  great  propositions: 

1.  The  Sunday-school  ohoulb  cent r lout©  liberally 
io  all  tas  acards  of  the  Church. 


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11 


3,  T ie  oat  ©oh  ism  whi 

as  the  hirst orioal  embodiment  of  the  faith  of  t&at  par— 
t icui  ir  cion  or  in  at  ion, 

3,  It  should  buy  all  its  Sunday-school  goods  at 
t h y do  noia  in  at  i onal  3 tore. 

And  just  so  long  as  we  allow  ourselves  to  be 
o aught  in  that  particular  culdesac  wo  are  going  to  oe 
very  slow  in  the  progress  with  which  we  push  missions 
into  the  iay-school,  We  must  purify  ourselves  from 
any  self-seeking  in  the  matter,  W©  not  even  be 

thought  of  as  wishing  all  Sunday- school  orkers  to  be 
desirous  of  developing  a missionary  spirit  in  the  Sun- 

ohief  end  and  aim.  Once  ire  can  stand 
upon  the  completely  disinterested  platform  of  desiring 
th©  Christian  culture  of  the  child  for  the  child's 
sake,  of  wishing  that  his  own  soul  may  grow,  and  may 
grov;  through  the  assimilation  of  missionary  nutriment 
and  the  development  of  a missionary  spirit  in  hie  heart 
for  his  sake  and  for  the  sake  of  that  r ork  ^hereunto 
Christ  has  called  all  individually,  whatever  may  harden 
to  the  missionary  cause  that  we  love  thereby,  until  we 
can  get  upon  that  platform,  which  is  the  Sunday-school's 
true  platform,  we  are  liable  to  question  as  to  the  c on- 

plot  e purity  of  our  Sunday-school  motives  as  intro- 
ducers of  missionary  ma  i into  the  Sunday— sol  ... , 

Therefore  I offer  as  the  other  alternative  to  this 
that  Sunday- echo o 1 workers  and  missionary  workers  shall 

get  together  and  jointly  seek  to  cau:  o missions  to  be 
introduced  into  the  Sunday- school ; that  the  missionary 


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12 


workers  shall  wait  upon  the  Sunday-school  people  for 
a verdict  as  to  how  far  missions  aro  needed  in  the 
Sunday-school,  and  that  the  Sunday-school  ”-oi’>. ore 
shall  return  the  compliment  by  going  to  the  mission- 
ary workers  and  respect fully  scouring  from  the*  that 
wealth  of  missionary  material  of  which  they  are  the 
proper  purveyors  to  the  ends  and  for  the  needs  of  the 
Sunday-school  and  its  great  curriculum  and  abilities 
as  the  chief  contributing  and  of  the  causality  of  this 
reform.  Let  us  seek  together  not  as  missionary  workers 
but  as  missionary  Sunday-school  workers  and  as  Sunday- 
school  missionary  workers  to  get  missions  into  the 
Sunday-sohool , and  lot  us  then  both  in  the  field  and 
in  the  local  church  not  be  found  as  missionary  people 
trying  to  split  the  Bunday-scho  1 in  the  interest  of 
aions.  Others  are  trying  to  do  that  for  other  re- 
forms and  we  do  not  wish  to  be  found  in  that  company. 

Sunday- 

Let  us  go  into  the  school  as  Sunday- school  1 orkers, 
take  a class  if  you  please,  do  something  that  will 
enable  U3  to  qualify  from  the  Sunday-school  point  of 
view.  Then  let  us  bring  in  our  olass  all  we  can  bring 
from  the  missionary  treasuries  of  suggestion,  stimulus, 
and  information. 

Seoondly,  we  have  the  problem  of  interest,  which 
educationally  at  least  is  fundamental.  How  shall  we 

make  the  Church  want  to  bring  missions  into  the  Sunday- 

school  and  the  teachers  and  pupils  want  to  study  them? 

For  lack  of  the  study  of  that  problem,  one  great  reform 

in  our  public  school  system  has  sadly  halted,  and  that 


sx 

M)  eX^oo.  X ata- ; .Ifst/S  U -X.-  ' 

Mi»  at  ru  «*  J,ari  °}  *fi  " 

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1 '* 

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13 


is  the  reform  ofsoientifio  temperance  instruction  in 
the  public  school-.  I had  something  to  do  some  years 
ago  with  the  work  of  introducing  in  New  Jersey  a scien- 
tific temperance  instruction  law  under  the  initiative 
of  that  able  legislative  general,  Mri.  Mary  H.  Hunt,  now 
deceased,  and  from  the  little  I have  seen  of  the  work- 
ings of  that  law  I fellow  that  had  Mrs.  Hunt  and  her 
fellow  counselors  studied  more  carefully  the  interests 
of  the  public  school  people,  had  thejy  been  rilling  to 
sacrifice  a few  pages  per  textbook  and  a few  hours  i 
per  week  and  month  in  order  to  get  a proposition  on  which 
their  public  school  friends  could  unite,  had  they  gone 
farther  than  to  revise  textbooks  and  make  sure  of  their 
scientific  experiments  and  mount  their  guns  against 
Professor  Atwater  and  other  disturbers  of  their  peace, 
they  would  have  had  very  much  greater  success  in  their 
most  noble  ana  laudable  endeavor.  And  we  mis -ionary 
people  seeking  to  bring  missions  into  the  Sunday-school 
must  remember  that  the  first  thing  we  have  to  do  is  to 
create  a seeking  and  a desire  on  the  part  of  the  people 
who  are  to  take  it  in.  And  if  we  cannot  put  missions 
to  our  Sunday-school  friends  as  an  interesting  and  de- 
sirable thing  wc  would  do  well  to  wait,  to  stand,  to 
go  back  and  reconsider  and  let  the  thing  lie  on  the 
table  as  long  as  may  be  necessary  for  our  enterprise 
to  equip  itself  with  this  necessary  characteristic. 

We  r.ur.;t  make  missions  interesting. 

Now  how  that  is  to  be  done  is  a long  and  a most 
oomplex  story.  We  will  refer  this  particular  problem 


i;  ta,.  - ft . £W<*  « .*&*  *U 

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* 


14 


to  those  brilliant  loaders  of  ours,  the  soorotarieo 
of  the  Young  People »s  Mission  .ry  Movement.  If  they 
are  not  able  to  work  out  this  problem  of  interest  I 
don*t  know  who  is.  I believe  in  them  and  in  their 
power  to  oompass  this  issue  and  to  produce  printed 
matter,  propositions  that  Sunday-school  people  all  see 
the  need  of  and  will  cry  for  and  will  gladly  make  a 
place  for  in  their  schemes.  It  must  be  done  by 
them  or  by  someone  else. 

Thirdly,  we  hive  the  great  problem,  the  crying 
and  difficult  problem  of  substitution.  By  what  sub- 
stitution and  exchanges  3hall  room  be  made  for  the 

teaching  of  missions  in  the  Sunday-school?  No*  , there 
you  are.  Tfe  are  against  in  issue  that  will  not  down. 

"Gent lemon  may  cry  peace,  peace,  but  there  is  no 
peace • tt  The  Sunday-school  at  present  is  occupying 
a certain  definite  place.  The  teacher  teach  for  a 
oertain  definite  number  of  minutes,  -hich  in  many  cases, 
like  the  number  of  the  elect  in  the  Westminster  Confession 
of  Faith  is  so  fixed  and  certain  that  it  can  be  neither 
increased  nor  diminished.  That  is  oomnon  Sunday-school 
fact,  whether  good  theology  or  not,  and  we  are  therefore 
obliged  to  consider  the  question,  vhat  are  you  going 

to  put  out  when  you  bring  missions  in.  You  cannot 
blank  that  issue.  You  may  say  to  the  churches,  well, 

we  won  * t sing  guile  so  many  hymns . T .-~n  you  are  up 

against  the  ohorister  of  the  Sunday-school  and  you 

have  raised  the  issue  with  him.  You  may  say  me  ill 

hold  them  ten  minutes  later  and  put  that  additional 


' - 

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btt*  Mm**  Eirf-  a**lP06  O.i 
'i  ....  S i.  4<  U-mS  tj  "s  a ..  ( <*«  * ••• 

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. 

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zma  l ri^.  -v  X-  •/  ^ : 


15 


ten  minutes  on  missions.  What  i.hen  .re  you  going  to 
say  to  those  mother  that  let  their  children  go  to 
Sunday-school  and  expect  then  back  for  dinner  if  the 
school  meets  at  noon.  What  are  you  -oing  to  say  to  the 
pastor  when  the  school  meets  at  half  past  nin%  and 
has  groat  difficulty  to  meet  as  early  as  that  and 
church  begins  at  half  past  ten,  and  the  fathers would 
rise  in  their  graves  if  it  was  proposed,  to  make  it 
begin  at  quarter  to  eleven.  You  have  thus  particular 
local  issues  to  face  and  you  have  got  to  settle  them, 
and  though  they  may  not  seem  to  be  important  to  you, 
they  are  very  important  indeed  to  the  people  whom 
they  may  concern.  Those  young  ladies  for  instance 
are  only  waiting  until  the  cell  rings  in  order  that 
they  may  take  that  walk.  That  walk  may  not  be  im- 
portant to  you  but  have  pot  reckoned  with  them  and  if 
you  cut  that  walk  off  completely  you  are  going  to  lose 
some  of  these  people  and  the  school  oan*t  teach  them 
missions  or  anything  else.  Therefore  we  are  face  to 
face  with  this  problem  of  substitution  and  we  might  as 
well  settle  it  at  the  beginning  as  to  have  to  settle  it 
by  default  at  the  end.  The  conditions  vary,  just  a 
few  have  been  suggested,  but  the  most  important  ques- 
tion, the  one  we  might  as  well  meet  right  now  is  this 

question.  Shall  missionary  lessons  be  alternative  with 
Bible  lessons,  shall  we  put  out  some  of  our  Bible  teach- 
ing in  order  to  bring  some  missionary  teaching  in?  Nov-, 
there  you  are.  On  the  one  hand  rc  have  people  vho  ill 
say,  No  the  Bible  is  the  textbook  ox  the  Sunday-school 


e 

, 8' 

5 0 -Mi  'l  •«  OOJf-  Of  <**•<::;  t"*ct 

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■ ■ 

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■ 

a,..u  -i  -von  It*,  .’os:  UOf  ^ ^ » 0£.:  , r-Ui 

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*„•<  tat  vtt&z**  *«»»••  a*  mm  - 0J  **tx9  "■*  >nl 


16 


and  such  it  must  remain  and  we  cannot  consider  a 
proposition  to  lay  it  oy  for  one  Sunday  a month  or 
ior  three  months  and  put  in  missionary  lessons  in- 
stead. Others  will  say,  we  will  teach  Biolo  lessons 
with  a missionary  twist  to  an :•  we  •,  1j.1  bring  mis- 

sionary illustrations  but  we  will  not  take  out  the 
Bible  1 os. won  and  put  a missionary  lose,  on  in  its  place. 
That  would  be  doing  an  injury  to  the  word 
I honor  the  sincerity  of  those  people  and  I greatly 
honor  their  love  for  the  word  of  God,  but  I would  as 
a friend  of  the  Bible  rescue  the  Bible  from  what  I doom 
such  a false  position*  I would  have  it  rost  in  the 
Sunday-school  upon  a more  substantial  foundation  than 
tradition  and  custom  and  doctrine.  I "rould  have  the 
Bible  there  because  we  cannot  got  anything  else  that 
is  so  good  for  the  purposes  for  which  we  wish  to  us*e 
it,  and  I would  have  it  stand  upon  its  merits  and 
fight  its  way  alone  and  upon  such  merits  I predict  that 
when  the  issue  has  b en  joined  with  the  most  perfect 
freedom,  when  the  Bible  has  been  treated  exactly  as 
they  are  treating  it  in  the  practise  Sunday-school  over 

there  under  the  shadow  of  Teachers  College  in  New  York, 

where  they  have  emancipated  themselves  from  any  precon- 

the 

ceived  idea  as  to  what  is  right  thing  to  teach  and  are 
..rimenting  with  the  life  of  John  G,  Pat  on  in  the 
place  of  liny  » lessons.  When  the  Bible  has  emerged 
from  the  grasp  of  the  experimenter  y;e  shall  find  it 
holding  the  most  important  place  in  the-  curriculum 


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17 


of  the  Sunday- school,  tho  uni  ue  textbook  with  \hioh 
w e oannot  dispense.  But  on  the  other  hand  I believe 
that  if  we  release  oursolves  from  reoonoej>t  ions  along 
this  line  and  are  serene  in  our  confidence  in  the  word 
of  God  and  in  our  ov/n  position  as  lover  of  it  and 
believers  in  its  divinity  and  its  unique  position  and 
power — if  in  this  position  we  consider  this  problem  as 
free  men  with  that  freedom  which  is  the  essence  of  edu- 
cation in  every  place  and  every  time,  we  will  find  that 
vo  are  simply  orking  out  the  Bible  to  its  logical  con- 
clusion when  we  introduce  lessons  based  upon  the  prin- 
ciples that  we  had  to  go  to  the  Bible  to  learn  and  that 
grow  out  of  the  history  of  the  situations  which  the  Bible 
was  V7ritten  to  teach  and  to  transmit  to  us.  In  other 
words,  when  we  have  taken  the  life  of  John  G.  Pat on,  if 
you  please,  or  any  other  appropriate  missionary  material, 
and  have  addressed  ourselves  for  any  particular  three 
months  to  the  study  of  that  on  its  merits  as  scholarly 
material  and  v-ith  no  attempt  to  coalesce  this  particular 
material  with  some  other  assigned  and  appointed  Bible 
material  or  Bible  course,  we  will  find  that  we  will 
simply  have  worked  out  the  problems  that  the  Bible  set 
for  ua.  We  shall  be  at  ill  studying  the  Bible  as  exempli- 
fied in  the  life  and  the  teaching  of  Johng  G.  Baton,  and 
we  shall  come  back  to  a more  definite  study  of  the  Bible 
fraught  with  a spiritual  power  and  clarified  of  vision  as 
to  the  orkings  of  the  Bible  such  as  wo  did  not  have  be- 
fore, In  other  , I foresee  the  oo  of  such  a 


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18 


time  ae  that  and  though  I gladly  agree  that  thin  is 
a position  where  v/o  must  he  persuaded  in  our  own  minds , 
yet  X say  as  a Sunday-  school  man  and  an  a teacher  of  the 
Bide  in  the  Sunday-school  and  not  0.3  a teacher  of  missions 
in  any  indefinite  or  unooncerted  way — I say  that  I want  to 
see  missionary  instruction  in  the  Sunday-school  and  when  it 
it  is  brought  into  the  Sunday-school  I want  to  see  it  brought 
in  on  its  merifca  and  ”by  your  leave”  of  nobody.  I want  to 
see  it  go  in  and  oe  given  a fair  place  and  an  honest  trial. 

I don  * t want  to  3ee  it  go  in  with  the  handicap  of  having  to 
fight  for  its  existence,  with  the  permit  that  these  missions 
bo  experimentally  taught  for  a little  while  provided  they 
are  under  the  caption  of  3 one  particular  Bible  lessons. 

That  ion*t  a fair  trial}  it  isn*t  fair  to  you  as  missionary 
workers.  It  will  fail.  You  oannot  ’in*  Hot  until  we  have 
not  a franchise,  not  until  there  is  a place  made  for  the 
Bible  in  the  Sunday-school  and  by  a definite  acceptance 
of  some  program  of  substitution  y the  briiging  in  of 
missionary  material  and  the  laying  to  one  side  of  some 
other  material  that  previously  occupied  this  ground  are 
we  going  to  give  missionary  instruction  a decent  ohanoe. 

I believe  it  has  es  ocial  value  a?  a substance  for  char- 
acter uilding  in  the  Sunday-school • 

Fourth,  we  have  the  problem  that  will  immediately 

emerge  as  soon  as  we  face  this  third  problem,  the  problem 

of  correlation.  Missions  having  found  its  ] lace  along 

side  the  other  lines  of  study,  how  shall  these  be  made 
one?  That  is  one  of  the  high  educational  problems  of 
the  day*  Our  public  school  friend--,  by  no  ibuu  h ve  com- 


ax 

tu*  r i fa  $a:.t  \i  -t  V>  X rf.xw/Idf  Li<u  3*&i  u -hXj 

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xo  " ■ r ! n/>  a;  * :»Oiie>  -*  0 ./3  £ cm'  \i  t X J-X 

BKoXt/,^  lo  1.  i.r:  ox  ,t-r.  *ti  eXoXV 

• X h-iC  v v t .!■•  *>r  noon  ■ > bjrjnile  ini  xu 

: ;:  rfvi'-:v  J&ax  Xo-.-c- djjx’s  ■■■'Xu  r-d  ao.t - oati ; : £<d  cioj. 

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* 


19 

plotcly  solved  it  with  regard  to  seoular  instruction. 

They  are  progre  sivifely  working  to  correlate  one  study 
with  another  ®o  that  the  boy  ahull  not  have  to  have  a 
gr  amnar  cell  in  hia  brain  and  an  arithmet io  cola  along 
aide  of  it,  and  between  these  two  a great  gulf  fizod, 
but  he  shall  learn  his  grammar,  and  arithmetic,  and 
language.,  and  history  and  all  hie  other  disciplines  and 
studies  as  on-  common  enterprise,  W«  will  . ..  to  oclv 
that  problem  in  regard  to  mice ior::;  and  Bi.se  study,  I 
earnestly  hope  we  'ill  postpone  our  efforts  to  correlate 
missionary  instruction  and  Bible  instruction  until  after 
wo  have  got  the  franchise  of  vhioh  I have  just  spoken. 

Borne  of  the  propositions  on  this  blue  paper  of  the 
Conference*  strife  me  as  a vicious  attempt  to  work  out 
correlation  before  itution. 

They  want  us  to  give  "the  missionary  treatment  of  such 
lessons  of  the  International  or  other  series  as  are 
dearly  mi;  ion  ry  in  spirit  or  content*.  Wei.  , I sin- 
cerely hope  that  will  be  done,  out  it  is  the  merest  dror> 
in  the  bucket  as  compared  v;ith  what  is  to  be  done  with 
the  real  problem  . We  oan*t  do  it  in  any  parenthetic  sort 
of  way.  This  problem  ill  be  here  to  be  solved  when  we 
shall  have  some  missionary  instruction  and  Bible  instruc- 
tion, and  then  we  shall  need  tp  work  out  correlation.  But 
it  io  too  early  to  )rk  on  that  problem  now. 

Fifth,  vs  will  have  the  problem  of  standardization. 

Hov!  oon  the  general  piano  outlined  and  forms  of  missionary 
teaching  be  so  simplified  and  standardized  as  to  so  suooepti 
ble  of  adoption  and  operation  in  the  little  aohocla.  Yon  ..  .. 


♦ The  Statement  of  the  Conference  on  Ilia.. ions  in  ho  Sunday- o oh oo 


. 

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20 


missionary  people;  and  some  of  your  friend3  here  that  hail 

from  New  York  City,  if  you  imagine  that  ohe  typical  Sunday- 

school  of  tno  nation  i3  a school  of  250  members,  I wish  I 

could  have  brought  you  with  me  to  the  County  Sunday- 

school  oon/ention  from  hioh  I have  hastened  to  this 

meeting  and  lot  you  hear  the  report  from  the  ninoty-sdven 

schools.  I do  not  believe  that  jo  many  as  twenty  of  them 

had  as  many  as  one  hundred  members  all  told.  The  bulk 

of  the  Sunday-schools  arc  schools  of  from  thirty,  to  forty, 

to  fifty  monbors,  and  they  have  to  solve  their  problems 

right  where  they  are,  and  nothing  exasperates  these  workers 

more  than  to  have  some  plan  of  solution  of  a difficulty 

laid  before  them,  a solution  that  would  be  easy  in  a school 

of  500  members,  a perfectly  organised  phalanx  as  it  stands 

before  them.  When  you  are  working  with  a big  school  you 

can  solve  the  pro  )lcms  in  seme  such  way  as  this.  I imagine 

the  report  of  somebody  on  one  of  those  problems.  He  says, 

"We  had  this  thing  to  do.  We  thought  it  over  and  just 

appointed  a committee  of  five  and  they  met  and  worked  the 

tning  out  and  laid  out  a plan.  We  had  i,  mimeographed  and 

submitted  it  to  the  teachers.  We  went  down  to  156  Fifth 

Avenue  (or  to  some  ether  headquarters)  and  got  what  they 

had  and  divided  it  up  among  the  Le,  e o . , find  so  on. " 

/ 

That  is  all  very  pretty,  but  what  are  you  going  to  do  with 
tne  Sunday-school  that  meets  in  the  little  aistriot  school 
house  with  only  three  or  four  teachers,  here  this  is  not 
an  educational  impetus  or  ideal  within  fifteen  miles  of 
you,  where  this  not  a man  or  woman,  pastor,  teacher,  or 
even  a public  school  teacher  who  knows  he*-  to  get  at  the 


v - Jit  v.‘  &.1  - J - r ) '-*a£  i;t»t  x tv^iO  >4toT  *^JC  r.o  .4 

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Xv  ;oi  •..  ->if  ..v:v  :■.■:.■*  . r ••  * o <«*  ^ i otic  aiiS-  ft 


21 


work  or  how  to  work  out  the  problem.  You  can 1 t sake 
progress  in  that  most  important  aroa  o x our  field  until 
you  standardize,  until  your  plan  gets  down  out  of  the 
air  onto  paper,  worked  out  aftor  experimenting  in  the 
large  churches  md  Sunday- schools.  That  i..  he  , God 
is  calling  qoa  of  you  to  go  forward*  We  want  people 
who  will  not  be  afraid  to  do  things  because  nobody  yet 
has  got  up  and  said  he  tried  that,  but  we  want  people 
who  will  make  experience  for  others  to  follow.  When  it 
has  been  worked  out  in  some  of  the  large  churches,  when 
it  has  be  on  taken  up  in  all  the  County  and  State  Conven- 
tions, hen  it  has  got  into  the  cheap  tracts  and  plans, 
nice  little  clean-cut  proposit ions,  things  that  a persons 
of  limited  educational  experience  can  get  hold  of  and 
work  out,  when  after  many  experiments  with  expensive 
literature  ana  material  we  steadily  work  ourselves  down 
to  the  ten  cent  and  fifteen  cent  proposit ion,  when  the 
material  foundation  becomes  a Garfield  and  Mark  Hopkins 
affair,  simply  log  bet  eon,  simply  a question  ox  per- 
sonality and  influence,  then  your  plana  are  in  fair  way 
to  be  introduced  into  the  country  Sunday-schools,  that 
fount  of  development  and  progress,  that  never  failing 
urn  from  which  the  best  teachers  ox  your  city  churches 

are  continually  being  poured,  that  source,  that  mountain 

brook  the  beginning  of  the  rivers  of  church  activity 
which  we  in  the  later  stages  of  their  development 


.V  ♦ C . ;!  V 0 or!  1”>  - 7 

Loll  ' T j : :l  : r ;■  ■ tU  t £ 9tJ\  \C . 

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, ■ - • - - ■■•j 

- 


... 


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i Ovfii  Jo-  . ta£o.£u 

t.-/v  I-..:-; J :c-aiiui.o 

• I.  ■.  .u  c*4  ' \ : -4  • J J » «J  : 


vXj  3«.^  £7  II  * -IX  CTiT  'Jji 


. o . ioi*<  oo  ■ /:  ya  • t * ic  r4,  i . \iv  <■'*■  ■**' 

U ~o  t?4  !-.p  iYi.-ii-  . o 4i  ioO'td 


23 

reap,  and  which  e must  rover  forget  or  leave  out  of  our 
sy:  .pa thy  •n:;  our  calculations. 

No  . then  copes  the  sixth  problem  and  that  is  the 
P rodl or  of  teaching  efficiency}  ttlltli.  yl.  -nr  for  intro- 
ducing missionary  instruction  into  the  Sunday-school 
in  the  world  are  not  going  to  avail  unless  we  have 
teachcrr  who  can  ork  them  out  properly  in  presenting 
then  to  the  children.  That  ia  a oig  eu-ject.  I ill 
therefore  leave  it  on  the  table  for  us  to  solve  and  settle 
later,  merely  pausing  to  say  that  t ith  the  plan  of  having 
the  teacher  continue  ith  the  class  year  after  year  will 
not  develop  teaching  efficiency,  and  I therefore  call  upon 
you  an  Sunday-school  teachers  to  brin  in  thie  great 
reform,  sc  that  our  t oahhers  will  be  appointed  to  their 
ork  from  year  to  year  .ith  the  distinct  under standing 
that  they  arc  :,oiny  to  be  transferred  to  another  class 
•hen  that  class  outgrows  the  grade  in  which  the  teacher 
;i.  rolling  at  present. 

In  the  seventh  and  last  place  we  have  the  problem 
of  utilization.  T7hat  end',  do  we  propose  to  secure 
through  the  introduction  of  missionary  teaching  in 

the  Sunday-school  and  by  -.-hat  methods?  There  v.e  arc. 

What  are  we  going  to  do  when  we  gel  missionary  instruc- 
tion into  the  Sunday-school,  Thai;  in  the  pro"  Ion  I 
want  to  leave  i ith  you  as  an  inspiration  for  further 
conference  and  discussion. 

As  I intimated  at  the  outset,  the  old  fashioned 
idea  of  this  thing  was  that  we  only  got  twenty  dollars 


. ' < j ; 

ijto\  vzt  X'.  w r.J  i'(i 

4 

. 

t 

. 

. 

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33 


from  the  Sunday- school  now  an;!  wo  v ant  to  rat  fifty! 

The  pastor  comes  down  to  his  church  and  cays  the  con- 
ference apportioned  so  much  to  our  church  and  ao  much 
of  that  has  got  to  he  raised  in  the  Sunday-school . Let 
us  introduce  missions  because  that  will  mfeke  them  better 

V 

giving  machines  for  the  benefit  of  our  conference,  of 
our  hoard,  We  repudiate  that  lot,  ideal.  Perish  the 

thought  of  raisin.;-;  t.iy  money  at  the  result  of  this  work' I 

* 

If  you  take  such  a position  as  that  you  absolutely  tie  ; 
your  hands  and  gag  your  mouth  for  any  efficient  work. 

As  the  teaohex  goes  before  his  boys  and  girls  they 
understand  the  inter eatedaoss  of  his  words  and  if  they 
think  t ha  Jr  either  you  *rc  going  to  use  that  money  your- 
self or  that  somebody  is  going  to  give  you  the  credit 
for  the  large  amount  of  money  you  have  gotten  them  to  give 
you  MMI  off  path*  There  is  no  thoroughfare  that  way* 
Nor  are  we  primarily  working  for  the  development  of  a 
missionary  spirit  for  missionary  ends.  It  is  a great 
enu  out  it  is  time  the  Sunday- school  arose  to  a sense  of 
iis  duty  to  train  people  who  among  their  other  Christian 
graces  shall  abOUJ  ie  grace  of  mi  sm. 

But  if  we  go  into  the  Sunday-school  as  missionary  workers 
to  seek  to  raise  ouch  a spirit  question  of  self-interest 
will  arise  again.  We  are  working  intelligently  for  the 
development  of  missionary  enthusiasm  on  the  part  of  tile 
people,  though  our  real  end  in  view,  as  I think  I have 
airoaay  intimated,  is  the  culture  of  Christian  character. 
For  that  ve  teach  God*  3 word.  For  that  ??e  bring  the 


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♦ 'O  . i •_.  . - ; 

tr  i:  ,’Bii  i^o-  cirl  ©xoled  cu^  x^oacj*  ;i*-j  =A 
/->n:  , 'o*  c.xxl  o .ffeabatfnt.se  . J;  cu.  •■•  1 :xt.  .j 

•*  .•-  - - ci-  oexf  o gnJtc  i ©1/  uov  .... 

j..tf  t otf  l | ‘Ock  • tf  A*  xc  \i-  : 

. . .... 

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. v ; ■ /.  - .. 

-0  i-£.  c . >;  »«pX0  Lc.Oiioe.-x  » o±i  j&i  i I i a-. 

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. ■ ..  ...  V.  . . : : V.  sy 

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' • J - v ..  ■ v!: 


34 


Bible  and  adapt  it  appropriate  to  the  conceptions  of 
little  o'  . on.  And  age  by  ago  a Ion  itfc  the  principles 

ox  the  Bible  we  bring  then  the  living  principles  and 
truths  of  -..lira ions  and  missionary  workers,  the  principles 
of  the  semont  on  the  mount,  and  the  tenth  chapter  of 
Matthew* a g ccvel,  and  the  fourteenth  of  John’s,  as  exem- 
plified in  the  marvelous  careers  of  .r.en  and  women 
whom  we  f nor  and  love,  and  in  the  development  of  the 
causes  and  movement  that  ve  delight  to  recount,  to  exhibit, 
to  illustrate  and  to  have  a part  in.  It  is  therefore  the 
ideal  of  the  mind  of  Jam  Christ  for  Hh.ich  to  strive.  Hfe 
oelieve  that  missions  are  a part  of  the  mind  of  Christ, 
that  the  great  commission  in  an  integral  portion  of  his 
gospel,  and  we  seek  tc  form  this  in  the  lives  of  our  boys 
and  _,irla. 

How,  by  what  methods  are  these  to  be  brought  about? 

Tht  missionary  conference  at  Silver  Bay  has  suggested 
so; '6.  They  i sd  supplemental  lessen  instruction. 

I believe  in  supplementary  lessons  as  the  necessary  link 
between  the  International  lee  cor.  or  one  lessen  *cr  all 
the  Sunday- school  and  those  graded  lessons  which  are 
coming  some  day  and  which  we  are  going  tc  have  by 

International  sanction.  In  the  meantime  I *•  ould  urge 
independence  on  tae  part  of  every  one  of  you  as  Sunday- 
school  workers.  I knoi  not  mat  you  are  going  to  cay  in 
beginning,  I know  not  what  you  have  determined  upon  in 
this  Institute,  but  for  myself  I cl  im  as  a Sunday-school 
worker  freedom  to  consider  first  the  needs  of  the  children 


•I>t; 


Z'Knno  r. .»  /T.c  X?  fcac  aCetiS 

... 


i-  I ' !;f.  iv  tv XI  ■ r*i 


Mi:2t  or  r 


' U.  ' K ' • i • : i : . f . 

' , . ’ 

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■ 37  w^feulov  ' *;-.n  *■::■  «?orr  , -io  r 

< -v  .;  c ‘ x:<  j'iC:r  . it  mO\er.  ■ : rtr.n 

; ' i X . ; . • : • . . . ' r:.  X 

. ' ! ' . if  ’ D T,  r ' j t i 

?Jrif  o icl  r'corr  Unvote!  >1  ••  o&v:  J:  i-r?  • rtf 

no  c eiVil  &?*$  xk  atite  .no:  e;>  ..’$3  s . . le  • :• 

. 


t Swzjti  i 0*  . &<.  ;.'  jrutf  v if  /oii.rcr  .:  ,;i  ^ * '■ 

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. • ..  . 0 ' 

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jCXj  " :C  ■ !.'  ao  •!.*  I ' Jo  "•  te  i. £ 

•3  v r r'c:!;.:  ;•  7- i-.i rx*  , • • .Coe-"  -v*.  vijO  atf* 

vci  r.  1 - 3 o'  : "1  r.  ; 0 \i  -it- 

. 

J i . XO  oflO  V . .©  O v • !.  > t,C‘  ..  ai. 

' ; •,  v . . .. ■.■■■. - 

:\i  :x  \\f  *■  j filer.:  m.(l  c;o\  U e. . i 

. 


26 

. I am  teaching,  and  secondarily  the  needs  of  our  board, 
or  the  International  Lesson  system,  or  any  other  sub- 
sidiary subject  for  w ich  my  loyalty  may  >e  asked.  I 
have  no  brief  against  the  International  Lessons  Co;j  ittee 
or  any  other  sot  of  lessons,  but  I rant  to  teach  those 
children  the  things  they  need  to  learn  and  I am  going  to 
r,tudy  that  problem,  and  when  I see  that  any  certain 
bit  of  missionary  instruction  can  profitably  be  introduced 
for  a certain  portion  of  the  course,  I am  going  to  bring 
the  matter  before  our  committee  and  we  are  going  to  have 
it  in  our  Sunday- school  on  it  w own  merits.  We  will  try 
it  and  if  it  does  not  work  we  will  take  it  out  and  put 
back  vhat  we  had  before  or  something  else.  I would  move 
that  we  seek  the  best  in  missionary  material  and  that 
we  claim  for  that  in  our  own  councils  in  the  local  Sun- 
day-school a place  and  a hearing  and  a trial,  and  then 
that  we  do  our  best  to  give  that  trial  a successful 
termination,  and  to  make  the  missionary  teaching  har- 
monious with  our  other  teaching,  definite  and  effective 
in  its  presentation,  centered  in  the  character  and  per- 

! 

sonality  of  Jesus  Christ  our  Lord,  And  may  he  bless  every 
effort  and  may  he  make  this  cause  which  we  represent  to  ahoun 
in  success  to  hie  own  glory  for  the  saving  of  souls  and  the 
development  of  his  kingdom. 

Hotc : — An  informal  poll  of  the  meeting  showed  15  superin- 
tendents, 14  departmental  superintendent o , and  150  touchers . 
p r w c , . u « 

For  lack  of  time,  the  speaker  evidently  did  not  read 
more  or  less  extended  portions  of  his  manuscript  covering 

the  sixth  and  seventh  problems. 


. 

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